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INDONESIA
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Published by Universitas Syiah Kuala
ISSN : 23384379     EISSN : 2615840X     DOI : https://doi.org/10.24815/
Core Subject : Education,
Education
Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) offers an interdisciplinary forum for the publication of original peer-reviewed, contributed and invited research articles of the highest quality that address different topics of science education with implications for improving and enhancing science education practices and theories. The topics involves biology, chemistry, physics, as well as some applications pedagogy and teacher development. The journal provides an invigorating and informative variety of research papers that expand and deepen our theoretical understanding. It also provides practice and policy based implications in the relevant contexts of science education.
Arjuna Subject : Umum - Umum
Articles 578 Documents
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Development of Website-Based Interactive Multimedia on Cell Material to Improve Critical Thinking Skills and Learning Independence of Class XI High School Students Sari*, Yenni Novita; Yulianti, Evy; Kurniawati, Atik; Huang, Tzou-Chi
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38697

Abstract

The challenges faced in teaching cell material in high school show the need for innovation in learning media to facilitate understanding and increase students' learning motivation. This study aims to develop website-based interactive multimedia on cell material and evaluate the media's feasibility, practicality, and effectiveness in improving critical thinking skills (CTS) and learning independence of grade XI students of SMAN 1 Ngemplak. This type of research is research and development (R D) using the ADDIE model by Dick and Carey, including the stages of analysis, design, development, implementation, and evaluation. Field trials were conducted by a quasi-experimental method using a non-equivalent control-group pretest-posttest design. 62 students from two classes XI of SMA Negeri 1 Ngemplak became field trial subjects, divided into control classes (31 students) and experimental classes (31 students) by applying cluster random sampling techniques. Data on CTS and learning independence were measured using test and non-test techniques and then analyzed using t-tests. The results showed that: 1) website-based interactive multimedia is feasible to be used in the learning process, 2) website-based interactive multimedia is practical to use in the learning process, and 3) website-based interactive multimedia is effective in improving students' CTS and learning independence
Development of a Chemistry Module on Buffer Solutions Using Dual Representations Assisted by Animation Nasir*, Muhammad; Hasan, Muhammad; Adlim, Adlim; Fazli, Rahmat Rizki; Utari, Fitri Diah; Syukri, Muhammad; Khwaengmek, Wipavadee
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38099

Abstract

Buffer solutions are a crucial concept in chemistry that students often find difficult to grasp. An effective method to enhance students' understanding is through the use of dual representations assisted by animation. Dual representations involve using various forms of visualization, such as diagrams, graphs, and animations, to help students comprehend abstract concepts more effectively. The research type employed is research and development (RD) using a 4-D model consisting of four stages: define, design, develop, and disseminate. The research subjects were 26 students from class XII MIPA 1 SMA Negeri 5 Banda Aceh. Data collection techniques were conducted by distributing questionnaires for student needs analysis, module and animation feasibility assessment, educator response to modules and animations, and student understanding tests. The developed module obtained very good assessment results from 2 validators with an average percentage of 89.16%, while the animation media received very good assessment results with an average percentage of 80.43%. Educators' responses to modules and animations were categorized as very good, with percentages of 94.17 and 95.84% respectively. Students' responses were also categorized as very good with an average percentage of 87.2%. The results of students' understanding were categorized as good with an overall score of 82.60%. Based on the results of this research, it is concluded that the animation-assisted multiple representation module on buffer solution material is highly suitable for use as teaching material in the learning process
Development of Student Worksheets Based on Children Learning in Science Model to Improve HOTS Ability On Circulatory System Material Darwis, Syaiful Alim; Zulfiani*, Zulfiani; Fadilah, Eva; Camara, Jun S
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38368

Abstract

Increasingly complex problems in the 21st century require skills to be able to solve and find solutions.This research aims to produce student worksheets (SWs) based on the children learning in science (CLIS) model to improve higher order thinking skills (HOTS) on the circulatory system material, as well as seeing the responses of teachers and students to the SWs. The research method used is development research of the ADDIE model (analyze, design, development, implementation, evaluation) using all five stages. The validity of the SWs, teacher and student responses, and improvement of HOTS ability, respectively, are known through expert validation tests, readability tests, response tests, and n-gain tests. The final product developed received a total average percentage of 85.48% with very good criteria in the expert validation test; and 88.23% with very good criteria in the readability test. The teacher's response to the SWs was in very good criteria with a total percentage of 82.56%. The students' response to the SWs was in very good criteria with a total percentage of 83.10%. There was an increase in students' HOTS ability after using SWs by 0.33 with moderate criteria. Based on the research results, it can be concluded that the SWs research results are suitable for use in Integrated Science learning to improve students' HOTS ability
Effectiveness of The Interactive Media-Assisted Electrolysis Module on Students' Conceptual Understanding Jurwita, Maghfira; Khaldun*, Ibnu; Winarni, Sri; Ahmad, Nur Jahan; Rahmi, Ayu; Habibati, Habibati
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.37843

Abstract

Teaching materials are an important aspect of supporting the learning process. Modules can be used as an alternative that makes students play an active role in understanding chemistry learning concepts. Therefore, this research aims to develop a module assisted by interactive media and determine its feasibility in understanding students' concepts. Analyisis, design, development, implementation, dan evaluation (ADDIE) development model was utilized in the research, which was carried out utilizing a research and development (RD). The interactive media-assisted module was implemented employing a nonequivalent posttest-only control group design. Class XII students at MAS Ulumul Qur'an Langsa made up the study's population. The sample for this research is class data collection through validation sheets, test questions, and questionnaires. The results of the validity test show that the module developed is included in the valid and reliable category with an average content validaty index (CVI) assessment score of 1.00 and an inter-rater agreement (IRA) of 98.25%. The data analysis outcomes that come from comprehending the concept using the t test obtained a sig value. (2-tailed) 0.0000.05 indicates that there is a significant difference in conceptual understanding between students who use modules assisted by interactive media and those who use printed books. The results of this research show that this interactive media-assisted module is very suitable for use, so it can be concluded that using this module can increase students' understanding of concepts
Meta-Analysis Study: The Influence of Project Based Learning Models on Creativity and Science Learning Outcomes of Elementary School Students Sari*, Rona Taula; Angreni, Siska; Mohtar, Lilia Ellany; Lufri, Lufri; Asrizal, Asrizal; Hardeli, Hardeli
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38375

Abstract

The project based learning (PjBL) model is expected to be able to change students' learning styles by increasing motivation in learning, creativity in work, generating creative ideas, and being able to think critically. The meta-analysis research aims to find out how big the effect of the PjBL model is on the creativity and science learning outcomes of elementary school students?; Does the implementation of the PjBL model affect the creativity and science learning outcomes of elementary school students? Collecting articles using the publish or perish application with the keywords PjBL model, creativity, and elementary science learning outcomes. The data obtained was analyzed by calculating the effect size of each journal. Analysis of the average effect size of 0.92 is in the large category. The PjBL model influences the creativity and learning outcomes of elementary school students with r RE = 0.925 in the high category. This shows that the PjBL model can increase student creativity and learning outcomes in elementary school science learning. The PjBL model can improve and develop creativity and high-level thinking skills based on the demands of the 4.0 era.
Analysis of Scientific Knowledge on The Process of Making Tempeh Gembus as Local Wisdom and Its Potential for Empowering Students' Analytical Thinking Skills Fajri, Lulu Nur; Suciati*, Suciati; Fakhrudin, Isma Aziz; Silvita, Silvita; Prasetyo, Opik; Rachman, Hening Triandika
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38139

Abstract

The lack of teacher information regarding the scientific knowledge contained in the process of making tempeh gembus has an impact on students' low analytical thinking skills. This study aims to: (1) analyze the scientific knowledge in the process of making tempeh gembus; (2) analyze the potential of scientific knowledge in the process of making tempeh gembus towards empowering students' analytical thinking skills; and (3) analyze the correlation of scientific knowledge in the process of making tempeh gembuswith the basic competencies in science learning materials. This research is a qualitative descriptive study with an ethnographic approach. The primary data sources for this research are from observations and interviews with tempeh gembus producers and junior high school science teachers in the Karangpandan District. The sampling technique used is snowball sampling. Data collection is carried out through observation, interviews, and documentation. The instrument validity test technique uses expert validation (two experts). Data validity test technique uses triangulation of data collection techniques. Data analysis is conducted using Miles and Huberman's interactive model analysis. The results show that the process of making tempeh gembus contains scientific knowledge (aspects of physics, chemistry, and biology). The scientific knowledge in the process of making tempeh gembus has the potential to empower students' analytical thinking skills. The scientific knowledge in the process of making tempeh gembus presented in booklet form is related to the basic competencies in junior high school science learning materials
Designing a STEM Project-Based Learning Module for Scientific Literacy and Critical Thinking Elementary School Students Septiadevana, Riski; Abdullah*, Norazilawati
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38255

Abstract

STEM education is useful for facing 21st century competition. However, the availability of STEM project-based learning (STEM-PjBL) modules for enhancing scientific literacy and critical thinking Indonesian students is still rare, especially at the elementary school level. The objective of this study is to design a STEM-PjBL module that enhances students' 21st-century skills, specifically focusing on improving their scientific literacy and critical thinking capabilities by organizing the constructs and items within the module. This study is qualitative research at the stage of designing the content of STEM-PjBL module using literature reviews and expert interviews. The acquired data underwent thematic analysis for examination. The resulting module construct includes module objectives; module structure; module content that includes STEM components; scientific literacy components, and critical thinking components; learning aids or media; and assessment in modules with accompanying items for each construct. The resulting module construct and item are used as the basis for the next stage, namely the module development stage. This study holds significance for advancing STEM education in Indonesia and serves as a valuable asset, particularly for initiatives highlighting STEM-PjBL learning activities aimed at enhancing 21st-century skills
Development of E-Modules To Improve Students' Problem Solving Abilities on Ethnoscience Integrated Colloidal Material with the Problem Based Learning Model Iriani*, Rilia; Risna, Risna; Bakti, Iriani; Saadi, Parham; Abrori, Fadhlan Muchlas; Leny, Leny
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.37850

Abstract

Research has been carried out on the development of e-modules to improve student problem solving on ethnoscience integrated colloidal material using the problem based learning model. This study aims to determine the validity, practicality, and effectiveness of the e-modules developed. This research is a research development research with the ADDIE model (analysis, design, development, implementation, and evaluation). The subjects of this study were 5 validators and 33 students of grade XI MIPA 5 SMA Negeri 2 Banjarmasin. Data collection using test and non-test instruments (questionnaires and observation sheets). Data analysis using descriptive techniques. The results of this study show that this e-module is very valid, very practical, and effective. The N-Gain value is 0.89 in high category, which is that this colloidal e-module is able to improve problem solving capabilities.
Identify The Relationship Between Scientific Writing Skills and Cognitive Skills During Laboratory Activities Rahayu*, Dita Puji; Meiliyanti, Meiliyanti; Rabbani, Annas
Jurnal Pendidikan Sains Indonesia Vol 12, No 3 (2024): JULY 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i3.38160

Abstract

The lack of understanding about how scientific writing skills influence students' cognitive skills during laboratory activities. This study aimed to assess scientific writing skills and cognitive skills and explore their relationship among 49 first-semester science teacher candidates enrolled in a practical course on measurement tools and methods from February to June 2023. Cognitive skills were evaluated using reported response scores. Descriptive analysis revealed a spectrum of scientific writing skills, ranging from excellent to poor, among the participants, alongside generally low cognitive abilities. However, upon conducting correlation tests, it was found that there was no significant relationship between the ability to write reports and the response values (Sig = 0.117 0.05, rcount = 0.227 rtable = 0.281). The research findings suggest that scientific writing skills exhibit variance across different practical subjects, and notably, the ability to write reports does not appear to correlate with response scores. These insights shed light on the complex interplay between scientific writing proficiency and cognitive abilities during laboratory activities, urging further exploration into pedagogical strategies to enhance both skill sets in science education
Generation Z and the Use of Digital Technology: A Review from 2014 to 2023 Febliza, Asyti; Kadarohman*, Asep; Aisyah, Siti; Abdullah, Norazilawati
Jurnal Pendidikan Sains Indonesia Vol 13, No 1 (2025): JANUARY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i1.40797

Abstract

Generation Z or igeneration or post-millenials are referred to as true digital natives due to the influence of technology in their lives. The number of gen Z enrolled in higher education institutions is increasing every year, making dealing with them a significant problem for institutions. Therefore, this study aims to identify the digital technologies used by gen Z across various educational levels, subjects, and the role of technology in learning. This systematic review focuses on the latest research from 2014 to 2023 on Generation Z and the use of technology. The study was conducted by systematically searching with related keywords (generation Z* and *educational technology) which found relevant studies on ERIC. The 16 articles obtained and were coded. The article search process and screening process based on the Prisma flow diagram. The results showed that: the largest percentage of the type of technology used by generation Z is social media, the majority of participants adopted in the articles were higher education students, the dominating disciplines in these articles are not-specified and technology is widely used to determine students' behavior, not learning achievements in academics. Recommendations are also included in this study

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